Todd Whitaker Indiana State University (812) 237

What Great
Principals Do
Differently
Todd Whitaker
Indiana State University
(812) 237-2904
www.ToddWhitaker.com
T-Whitaker@indstate.edu
Twitter: @ToddWhitaker
Leadership is the
art of getting
others to do
something that
you want done
because they
want to do it.
-Dwight D. Eisenhower
What Great Principals Do Differently
Why Look at Great? –
It’s People Not Programs –
10 Days Out of 10 –
Make Every Decision Based on Your Best Teachers –
Accept Responsibility –
The Principal Is The Filter –
We Have To Teach The Teachers –
Hire Great Teachers –
Standardized Test –
Focus on Behavior, Then Focus on Beliefs –
Loyal To Who? –
Who Is Most Comfortable, And Who Is Least Comfortable –
Understand Your High Achievers –
Make It Cool To Care –
Don’t Have To Repair – Always Do Repair –
Set Expectations At The Start Of The Year –
What Is The Purpose?
Will This
Actually Accomplish
The Purpose?
How Will
The Most Positive And
Productive People
Feel About This?
PASSING THE BUCK DOWN THE LINE
Adapted by Todd Whitaker
Said the college professor,
“Such rawness in the student is a shame,
Lack of preparation in high school
Is to blame.”
Said the high school teacher,
“Good heavens, that boy’s a fool.
The fault, of course, is with the
Junior High School.
The junior high teacher noted,
“It’s so hopeless and sad
Thanks to those elementary clowns,
They can’t subtract or add.”
The grammar school teacher said,
“From such stupidity
May I be spared.
They sent him up to me so unprepared.”
The primary teacher huffed,
“Kindergarten blockheads all.
They call that preparation?
Why, it’s worse than none at all.”
The kindergarten teacher said,
“Such lack of training never did I see.
What kind of parents
must those kid’s parents be?”
This responsibility to teach
is something that we all share,
but somehow the grass is
always greener over there.
So rather than hand down
these grumbles and groans,
Let’s remember about glass houses,
and the throwing of stones.
The answer of course,
It is not chance or luck
but what we do in our own classes,
so let’s not pass the buck.
Dr. Todd Whitaker
Indiana State University
(812) 237-2904
www.ToddWhitaker.com
Twitter: @ToddWhitaker
Our most negative
employees can batter
the morale of an entire school
or district. Preventing the detrimental
effects they
cause is one of the biggest
challenges an educational leader
faces.
Difficult employees can take their toll
on the rest of us in various ways.
However, the one aspect over which
we retain the most control is how
much power we choose to give them.
We surrender way too much power to
these negative people. And it isn’t
just us. Everyone in our organization
does.
People in leadership roles often
make decisions based on their least
effective staff members
The School Administrator
rather than their most effective
and essential contributors. Even
as peers we give away too much
power to our most negative
coworkers.
When deciding whether to implement
a new policy or rule, ask yourself
quick these three questions to
determine if the proposal is likely to
have a positive or a negative effect:
Test Yourself
Leaders often make decisions based
on their most negative
and resistant employees. That
is human nature. We worry
about how the most cynical
staff member will react or how
the few “gripers” will talk about
us or this new idea in the lounge.
Being aware of their potential
reactions is fine. However,
making decisions with them
in mind rather than our most
positive and productive people
is a big mistake.
1. What is the true purpose in
implementing this rule or policy?
2. Will it actually accomplish the
purpose?
3. How will my most positive and
productive people feel about it?
This sounds basic, and it is, but
it can be a powerful measure of
not only future implementation;
it also can help determine the
value of current procedures. Let
us apply these questions to a
scenario common in many
February 2003
schools: exceeding the
photocopy machine budget.
In many educational settings,
we realize about mid-February
that we have almost exhausted
the copier budget for the entire
school year. We also realize
several individuals are constantly
at the copier and may seem to be
using it disproportionately
compared to other faculty. One
thing that happens in many
organizations is a sign gets
posted by the copy machine:
“Limit 20 Copies!”
Forecasting Effects
With this scenario in mind we
can apply the same three
questions to the change in
behavior we are attempting to
put in place to control a few
difficult staff members. Will the
new rule likely have an
appropriate and positive effect
on our school?
Another common situation that
arises in schools is faculty use
of supplies at a frequency that
quickly will exceed the annual
budget. Our instinct suggests a
few people most likely are using
things in an inappropriate manner
or maybe even for personal use.
As a result, we are tempted to
implement much stricter
restrictions on accessing the
supply cabinet. We may require
all staff to sign a piece of paper
indicating how many copies they use.
Or we might have all staff sign up on
a list when they take any supplies.
We may even issue a memo
expecting staff to reduce their use
of photocopies or supplies.
This is the guilty until proven
innocent approach. Or we can
apply our three rules to gauge
whether this approach is
appropriate.
What is the true purpose in
implementing this rule or policy?
The School Administrator
Your first reaction might be to
say that the purpose is to tick
people off. However, that is the
result, not the purpose. The
purpose in creating this rule is to
prevent those people who are
wastefully using the copier or
taking too many supplies from
continuing these practices. In
other words, it is to stop those
who are abusing the copier.
Will it actually accomplish the
purpose?
If someone is doing something
that is inappropriate, they
probably already know it is
improper and they just choose to
do what they want. No one
assumes it is OK to run copies
of their Christmas card letter on
the school copier. You might be
thinking, “I have people in my
school who think it is OK to abuse
the copier.”
If that is true, ask yourself this:
Would those individuals ask the
principal or department chair to
run off the copies for them?
Obviously not. They sneak around
and do it when no one is watching.
If this is true, it means they do
know it is wrong but do it anyway.
Some people will do so at any
opportunity. However, these are
very few. Is the sign likely to
prevent the inappropriate usage
of materials? Probably not.
Even if your answer is “maybe”
or “yes,” we still need to examine
the potential result on our most
important staff members—those who
follow these behavioral standards
before they are even put in writing.
How will my most positive and
productive people feel about this
policy?
High achievers, including your
most effective staff, are often
guilt driven. They are likely to
assume that any time a new rule
or procedure is implemented it
could be because they have
done something wrong.
When you tell the staff that the
copier is being used too much,
the high achievers recall that
time two years ago when they
ran 25 copies for an activity for
which they ended up needing only
15. They are the most likely faculty
members to restrict their usage of
materials or supplies. Is
this going to have a productive
effect on the school?
If you could give any one staff
member an extra $250 for
materials and supplies, which
teacher would you be most
confident would use this in a
manner beneficial to students?
The answer is the same super
teacher who is most likely to
reduce his or her usage of materials
and supplies when a blanket rule is
implemented.
Restricting the creativity of our
most effective people seldom will
have a positive effect. If you wonder
how your most effective staff will
receive a new expectation, the
simplest method is to ask them prior
to putting the policy in place.
Effective and respected staff
members generally will tell you the
truth and not be a part of the rumor
mill in a school district. Asking them
in advance can help answer the final
question before it could have a
harmful effect on the morale of your
most important staff members.
Hindering Improvement
Sometimes when a school leader
considers raising a new idea in a
school, the first tendency is to
wonder how that individual who we
know will be most resistant will react.
This is natural and a normal
response. However, the true issue is
whether we let the resister prevent
our school from improving because
of his or her disposition.
February 2003
One workshop I have led for
principals deals with applying Allan
Glatthorn’s work on differentiated
supervision, including the idea of
self-directed development. This term
describes the process of teacherdirected improvement, such as goal
setting. One way to carry this out is
to train student film crews to
videotape teachers in action in their
classroom for later viewing and selfassessment.
A nice aspect of this idea is that
it does not require more work on the
part of the principal and it can lead to
instructional improvement without
added responsibility. Once I suggest
this at a workshop, inevitably one or
more principal will indicate they
cannot implement the program
because some of their teachers will
refuse to participate. And my
response is always, “so what?” If we
do not do something that can assist
some people in our school or some
of our staff because a few will refuse
to do it, then we are giving these
resisters a great deal of power and
thus limiting our school’s potential.
The other thing to remember is that
the first teachers who are likely to
take advantage of many of these
types of opportunities are our best
staff members. Once they try
something and then speak well of it,
other faculty members will join in. So
if a few never do, that should not
spoil an excellent growth opportunity.
Our best teachers often are the risk
takers. If they are the first to try out a
new concept, the likelihood of it being
successful is much greater than if a
less effective staff member attempts
it. Thus it is easier to have a positive
role model, whose example can be
emulated by other staff.
The School Administrator
Hallway Duty
Let me share one additional example
about the importance
of making every decision based
on our most positive and productive
staff members. I will use an example
of a large, traditional high school,
whose school day consists of seven
equal periods of roughly 50 minutes
each. The schedule
also allows five minutes or so of
passing time when no one knows
who is in charge of the school and
the students seem to be in a mass
state of excitement and hysteria. If
you as an adult get caught up in this,
it is like being a salmon swimming
upstream.
“Restricting the
creativity of our
most effective
people seldom will
have a positive
effect.”
What would we guess principals
would like their teachers to be doing
during this passing time? Probably,
they privately wish
the teachers would be out in the
hallways monitoring the students
during the passing time. Typically, for
the first few weeks of school, many
teachers are out by their doors doing
so. But then, we
all get busy and become less inclined
to venture outside.
And, anyhow, since fewer and fewer
of our peers are out there, why
should we be?
By mid-year, the principal becomes
frustrated that more teachers are not
helping to
monitor hallway traffic. So the
principal issues a reminder via
the all-powerful memo. We can
imagine the reaction. Teachers
pull the memo out of their mail-boxes
and immediately salute
the piece of paper it is on and think to
themselves, “Yes sir, just let me
know the time, the place and the duty
and I’ll be there.”
What happened here is that the
principal issued a memo based on
their least-effective teachers, not
those who were actually out in the
hallways. How could this situation be
handled differently?
Alternative Situations
Let’s consider two possible scenarios
involving a faculty meeting, where
the administrator needs to address
the issue of hallway monitoring. The
administrator is determined not to let
a few negative staffers ruin it for the
rest.
Scenario No. 1: A faculty meeting in
progress. The principal is speaking.
“Hey folks, listen. I expect every one
of you to be out in the hallway
between classes. Today there were
two fights in the lower hallway and
there were not any teachers out
there. I expect every one of you to be
out there between each class. We
talked about that at the first meeting
of the year and it is even in the
faculty handbook!”
Now we apply our three rules and
examine the results.
What was the purpose?
The purpose was to get more
staff to monitor the hallways.
How do the superstars feel?
Probably ticked off. “What are
you talking to me for?” they are
thinking. “Why don’t you talk
to them!”
Will this actually accomplish
the purpose?
Are the effective staff more or
less likely to be out in the
hallway tomorrow. Less likely. And
they are likely to be in a
February 2003
bad mood because of the approach
we used.
Wasn’t it the mediocres we were
addressing? Those that were even at
the meeting could not care less.
Those who were in attendance are
thinking, “If I was going to get yelled
at, I am glad I wasn’t out there!”
How will our most positive and
productive staff feel about it?
Unfortunately, our best people will
have a less positive view of us.
Scenario No. 2: A faculty meeting in
progress. The principal is speaking.
“Hey folks, listen. I know how full
everyone’s plates are and I just
appreciate, so much, those of you
who have made that extra effort to be
out in the hallway. Today I happened
to be out in the hallway and there
were two boys who were about to
fight. There also was a teacher out in
that hall, and I don’t even think the
teacher saw those boys. Anyhow,
right before they came to blows, one
of the boys saw the teacher, tapped
his potential combatant on the
shoulder and pointed to the teacher.
They both shrugged and walked off in
separate directions. I just appreciate
so much those of you who are out in
the hallway between classes. It makes
our school a safer place for all of our
students, and it makes our school a
safer place for all of us. Thank you.”
Now apply the three rules and
examine the results.
What was the purpose?
The School Administrator
The purpose was to get more staff out
in the hallway. How do the effective
staff feel? Darn good.
Will this actually accomplish the
purpose?
Amazingly, most of the effective
teachers probably think the principal
was talking about them since they
didn’t see any students about to fight!
And they are more likely to be out in
the hall tomorrow.
How do the mediocres feel? Some
probably were feeling a little guilty.
Some still were not paying attention.
And some could not care less. But are
they more or less likely to be out in the
hall tomorrow? They will not all be out
there, but at least some additional
staff are more inclined.
How will our most positive and
productive staff feel about it?
Fortunately, our best people will have
a more positive view of us. They
enjoyed the praise without being
singled out. This is called anonymous
public praise. Everyone who was
doing what was right thinks you were
talking about them. Amazingly, even if
no one was out in the hall, you can
still use this approach. Because if no
one was out there, then no one could
know that no one else was out there!
Additionally, our mediocres will usually
feel better. Some will want to get a
piece of that praise so they will
venture out in the hall the next day.
Even our most resistant people will go
out into the hall at least one day, even
if only to see who the goody-two
shoes are who are out in the hall.
Controlling Ourselves
The benefits to the group are pretty
obvious. People will feel better and
more valued. However, how does this
make me feel? It makes us feel much
better than a negative approach does.
Think about your behavior at some
moment in front of a group of students
or staff members of which you are
least proud. Maybe you lost your cool
or laced your verbal barrage with
sarcasm? How did you feel? Of
course, we regretted that we chose to
behave in that fashion. It may have
even been a challenge to look those
people in the eye for a while. Now
think about which student or staff
member we were most ashamed saw
us this way. Most likely the student we
had the most respect and regard for.
What is in it for us is that we can feel
better about the way we treat others.
The more respect and dignity we
show for others, the more respect and
dignity we feel for ourselves.
Making sure that we take control of
ourselves is an essential step to
reducing the impact and influence we
have on negative people that we
come in contact with. After all,
managing difficult people first requires
that we manage ourselves.
Todd Whitaker is a professor of
educational leadership, administration
and foundations at Indiana State
University, Bayh College of Education,
Terre Haute, IN 47809. He is the
author of Dealing With Difficult
Teachers.
E-mail: T-Whitaker@indstate.edu.
February 2003
Raise
The
Praise
Minimize
The
Criticize
A leader
looks for
opportunities
to find
someone
doing
something
right.
5 Things That
Help Praise Work
Authentic
Specific
Immediate
Clean
Private
Setting the Tone
Todd Whitaker
Reprinted from Leadership magazine, January/February 2004
Great principals treat all people with respect every day. They also understand that it’s
not possible to give too much praise, as long as the praise is authentic.
One of the hallmarks of
effective principals is how they
treat people. Like effective
teachers, effective principals
treat people with respect. Now,
it's not difficult to treat some
people with respect, or even to
treat most people with respect.
It's even possible to treat all
people with respect quite a bit
of the time. The real challenge
is to treat everyone with respect
every day--and great principals
do.
How is your day going?
As principals we get asked the
question, "How is your day
going?" many times a day. Our
response can determine not only
how others view us, but can also
impact the frame of mind of the
person who asked us this.
If a teacher says, "How's it
going?" you bare many choices
in how to respond. If you say,
"Things are great! How about
with you?" you have given her a
positive perception of the
school.
If you respond, "That Jimmy
Wallace is getting on my
nerves!" you have sent a
completely different message.
All of a sudden Jimmy Wallace
is getting on that teacher's
nerves too, and she does not
even know who Jimmy Wallace
is.
Leadership
2004
Now some of you may be
thinking that you could never
lie. That is interesting. So, when
the developmentally disabled
second grader asks if you think
she drew a good picture, what
do you tell her? It is always up
to us to determine what gets
through our filters and what
does not. Each of us has to
decide, but the most effective
principals are well aware that
they are the filter that will set
the tone for many things in their
school.
The angry parent
Here are two ways to filter the
same scenario. Let's examine
what happens under each. When
I was a principal, every once in
a while I would deal with irate
parents in my office behind
closed doors. And, like so often
happens, they are really irate at
the world--I just happened to be
the one sitting there at the time
of their venting. Once the irate
parent has left and I walk out of
the office, I have some filtering
choices that I have to make.
If a teacher says innocently,
"How is your day going?" I can
choose which filter to kick in. If
I say, "Things are great, how
about with you?" that teacher
feels good about the world and
moves on to face his students.
Even if he is concerned about
something, I have not added to
his worries. But, if I respond to
"How is your day going?" by
saying, "Oh, I just dealt with
that whacko parent, Mrs. Smith.
Man, she has some temper! I
hope I never have to meet with
her again. Yikes!"
Now, what have I
accomplished? Well, I have
made that teacher terrified of
Mrs. Smith. And, pretty soon, if
I tell enough people about Mrs.
Smith, every teacher in the
school will have some degree of
concern about potentially
meeting with this evil demon.
And, to varying degrees, many
teachers will be less confident
about potentially working with
all students whose last name is
Smith just in case that demon
happens to be their mom.
I have shifted the teachers' time
and energy to unproductive
worrying and away from
confidently approaching their
students. Additionally, my
teachers will now be hesitant to
contact parents (especially
named Smith) because I have
raised their level of concern.
My response as a filter impacts
the school one way or the other.
By protecting others from
unnecessary bad news, we can
create a much more productive
environment. Not only does this
apply to working with people
January/February
outside of the school district, the
same thing applies to filtering
those within.
Unpleasant memories
All of us can remember at least
one occasion in our professional
lives where we were treated
inappropriately by someone in a
leadership role. And, no matter
how long ago it was or how
often that person has treated us
well, we remember.
The same thing is true of
everyone in our school The one
day a month or year we choose
to be sarcastic or cutting to a
student or staff member will be
etched in stone in their memory
bank. Though they may pretend
to have forgotten, they never
will. And if this happened in
any kind of a public setting, it
probably will not slip out of the
memories of others who
witnessed it.
Take a positive approach each
day
One of the most critical
responsibilities of an effective
leader is to consistently and
continually take a positive
approach each day of the year.
There are so many things that
potentially bring teachers down.
It can be an upset parent, a
troubled student, or working
with not enough resources.
These are facts of the job and of
life. Our role as leaders is to
continually take a positive
approach. Understanding the
impact and power of praise is
essential.
Why People Don’t Praise More
When I work with educators I often ask them why we as people do not
praise more. After all, we determine how much we praise, and every
time we praise someone, at least two people feel better--and one of
them is us. With this in mind, why is it principals and teachers are so
hesitant to praise? Here are some of the most common responses I get
from principals and teachers.
Reason: If I praise someone, he or she will stop working.
Response: If a student says how much she enjoys your class, do you
automatically show a video the next day? No, you try even harder. If
you have just finished mowing your lawn and a neighbor compliments
you on how nice it looks, do you mow it less carefully next time?
Quite the opposite. Next time you might even trim! If you question
whether praise works, why don't you come over to my house and look
at my neighbor's lawn.
What is it that keeps you on a diet more? Is it when people mention
how good you look, or is it when people say, "It's about time."
As long as it is authentic, praise is a very powerful reinforcer and
motivator.
Reason: If I praise people, I might miss someone and hurt their
feelings.
Response: I guess it is better to never praise anyone. That way you
miss everyone and you can make sure you hurt their feelings--and
everyone else's, while you're at it. Ironically, it might not be their
feelings we are worried about. It could easily be that we don't want to
feel bad because we miss someone or because we might be afraid of
their response so we don't take a chance on any type of
acknowledgement.
The biggest reason people resent others being praised is because they
do not feel valued themselves. The solution to this is not to praise less,
but to be much more inclusive and effusive in your efforts to recognize
and praise others.
Reason: I don't have the time.
Response: After all, we barely have time to get in all the griping,
whining and complaining we need to do, don't we? Name the three
teachers in your school that you praise the most. Now, name the three
best teachers in your school. Is there any overlap there?
By setting a positive tone, the principal can help direct the interactions
of everyone in the school. Making sure we do this, even when we least
feel like it, is essential.
The other thing to keep in mind is that it is fun to praise and very
rejuvenating. By focusing on all of the positive things in our schools,
and there are many, we can have more drive and energy to help get us
through some of the less positive times. If we do not set this tone, it is
very unlikely that it will get set. And, maybe even more importantly, if
this productive focus does not become intrinsic in the school, then the
voices of the nay-sayers are likely to become even more dominant.
-- Todd Whitaker
Leadership
2004
January/February
Techniques for effective
praising
In books, I have outlined some
of the techniques used in
effective praising (Whitaker,
Whitaker and Lumpa, 2000).
One concept that is essential to
praise is the fact that praise
must be authentic. It is also
important to understand that the
word is "authentic"--not worldrecord. It just has to be true, that
is all.
None of us mind hearing praise.
As a matter of fact, if we praise
correctly it is impossible to
praise too much. And if you
question this, ask yourself,
"Have I ever been praised too
much?" Of course not. You may
have been falsely flattered by
someone you knew was not
genuine, but if it was authentic
then you could not be praised
too much.
Too much nice?
I know that everyone reading
this has a multitude of demands
they face. And the pressures
continue to grow. We need
special education, alternative
education, drug-free education,
sex education, and--oh my--we
cannot forget the new state
standards. All of these things
have some effect on our schools
and an impact on our
responsibilities. Each of these
may even be essential. Whether
we have enough of one or too
much of another is an endless
debate. But there is one thing
that I am sure about. We never
have too much nice.
Effective principals always have
to understand that the most
important thing teachers can do
is model appropriate ways to
interact with students. And with
all of the challenges we face in
school and so many of us face at
home, nice may seem trivial.
Yet, if our schools and
classrooms can have that as a
foundation, many of the other
things can be accomplished with
much less resistance.
As principals, consistently
modeling the expectations that
we have for how people should
be treated is a valuable gift we
can give our school. And in a
short period of time we will find
that it is a gift that everyone in
the school will also give each
other.
If everyone in your school is
treated with respect and dignity,
you may still have nothing
special. However, if everyone in
your school is not treated with
respect and dignity, you will
never have anything special. Of
that, I am sure.
Todd Whitaker is a professor
at Indiana State University.
He has written several
books, including "What Great
Teachers Do Differently, "
"What Great Principals Do
Differently, " "Dealing With
Difficult Teachers" and
"Motivating & Inspiring
Teachers. " He may be
contacted at
t-whitaker@indstate.edu.
Order his books at
www.eyeoneducation.com or
call (888) 299-5350.
Leadership
2004
January/February
SHARPENING YOUR PEOPLE SKILLS
TEMPERAMENT SURVEY
DIRECTIONS:
1. Circle one word in each row that you feel describes you best. This is a forced-choice
inventory.
2. When completed, circle the letter in each row on page 2 that corresponds to the
letter of the word you circled on the inventory.
3. Total the number of circled letters in each column on page 2. Record the total at the
bottom of each column.
#
A
B
C
D
1
Restrained
Forceful
Careful
Expressive
2
Pioneering
Correct
Emotional
Satisfied
3
Willing
Animated
Bold
Precise
4
Stubborn
Bashful
Indecisive
Unpredictable
5
Respectful
Outgoing
Patient
Determined
6
Persuasive
Self-reliant
Cooperative
Gentle
7
Cautious
Even-tempered
Decisive
8
Popular
Assertive
Perfectionist
Life-of-theparty
Generous
9
Unpredictable
Bashful
Indecisive
Argumentative
10
Agreeable
Optimistic
Persistent
Accommodating
11
Positive
Humble
Neighborly
Talkative
12
Friendly
Obliging
Playful
Strong-willed
13
Charming
Adventurous
Disciplined
Consistent
14
Soft-spoken
Dry-Humor
Aggressive
Attractive
15
Enthusiastic
Analytical
Sympathetic
Determined
16
Bossy
Inconsistent
Slow
Critical
17
Sensitive
Spirited
Laid-back
18
Influential
Force-ofcharacter
Kind
Independent
Orderly
19
Idealistic
Popular
Cheerful
Out-spoken
20
Impatient
Mood
Aimless
Show-off
21
Competitive
Spontaneous
Loyal
Thoughtful
22
Self-sacrificing
Considerate
Convincing
Courageous
23
Fearful
Changeable
Pessimistic
Tactless
24
Tolerant
Conventional
Stimulating
Resourceful
SCORING SHEET
#
1
B
D
A
C
2
A
C
D
B
3
C
B
A
D
4
A
D
C
B
5
D
B
C
A
6
B
A
D
C
7
C
D
B
A
8
B
A
D
C
9
D
A
C
B
10
C
B
D
A
11
A
D
C
B
12
D
C
A
B
13
B
A
D
C
14
C
D
B
A
15
D
A
C
B
16
A
B
C
D
17
B
C
D
A
18
C
A
B
D
19
D
B
C
A
20
A
D
C
B
21
A
B
C
D
22
D
C
B
A
23
D
B
A
C
24
D
C
A
B
“THE DOER”
Strengths
Tendencies include:
The ideal environment includes:
____ Getting immediate results
____ Many new and varied activities
____ Making quick decisions
____ Opportunity to get things done
____ Persistence
____ Continual Challenges
____ Solving problems
____ Difficult assignment
____ Taking change
____ Freedom to act
____ Self-reliance
____ Control over situations
Weaknesses
Tendencies may include:
Need others to provide:
____ Insensitivity to others
____ Sensitivity to needs of others
____ Impatience
____ Caution
____ Overlooks risks and cautions
____ Details and facts
____ Inflexibility and unyielding
____ Taking on too much
Life Development areas:
____ Being inattentive to detail
____ Greater patience
____ Resenting restrictions
____ Sensitivity to the needs of others
____ Being too demanding of others
____ Being more flexible
“THE INFLUENCER”
Strengths
Tendencies include:
The ideal environment includes:
____ Optimism
____ A friendly atmosphere
____ Enthusiasm
____ Freedom from control and detail
____ Being Personable
____ Opportunity to influence others
____ Making a good impression
____ Public recognition of ability
____ Being verbally articulate
____ Opportunity to verbalize
____ A desire to help others
____ Positive reinforcement and praise
____ Creating an entertaining climate
____ Enthusiastic responses to ideas
Weaknesses
Tendencies may include:
Need others to provide:
____ Lack of follow-through
____ Follow-through on detail
____ Overselling
____ A logical approach
____ Overestimating anticipated
results
____ Concentration on the task
____ Misjudging capabilities
____ Talking too much
Life Development areas:
____ Acting impulsively
____ Better control of time
____ Jumping to conclusions
____ Objectivity in decision making
____ Over-committing
____ Pausing before acting
“THE RELATER”
Strengths
Tendencies include:
The ideal environment includes:
____ Being Supportive
____ Sincere appreciation
____ Being agreeable
____ Minimal conflict
____ Loyalty
____ Security
____ Self-control
____ Acknowledgement of work
____ Consistency
____ Limited territory
____ Being a good listener
____ Traditional way of doing things
____ Performing established work patterns ____ Opportunity to develop relationships
Weaknesses
Tendencies may include:
Need others to provide:
____ Resisting change
____ Stretch toward new challenges
____ Trouble meeting deadlines
____ Help in solving difficult problems
____ Being overly lenient
____ Initiative and change
____ Procrastinating
____ Being indecisive
Life Development areas:
____ Holding a grudge
____ Facing confrontation
____ Being overly possessive
____ Initiating more
____ Lack of initiative
____ Increasing pace
“THE THINKER”
Strengths
Tendencies include:
The ideal environment includes:
____ Orderliness
____ Being able to concentrate on detail
____ Conscientiousness
____ Opportunities to critique
____ Discipline
____ Stable surrounding
____ Preciseness
____ An exact job description
____ Thoroughness
____ Opportunities for careful planning
____ Being diplomatic with people
____ Time to do things right
____ Being analytical
Weaknesses
Tendencies may include:
Need others to provide:
____ Indecisiveness
____ Quick decision making
____ Getting bogged down in detail
____ Reassurance
____ Rigidness on the how-to’s
____ Stretching of capabilities
____ Avoiding controversy
____ Low self-esteem
Life Development areas:
____ Being hesitant to try new things
____ Being more open
____ Sensitivity to criticism
____ Developing self-confidence
____ Pessimism
____ Being more optimistic
Respect & Dignity
Peggy Sweeney
Reprinted from The Register magazine, Ontario Principal’s Council, Spring 2004
Todd Whitaker explains why these principles are keys to being a great principal
he one thing that
differentiates great
educators, great principals,
from others is the insistence
that every day we treat every
person with respect and
dignity.” This is the motto,
the mission statement, of
Todd Whitaker – educator
and internationally
recognized speaker – whose
work focuses on
relationships in the education
community.
Dr. Todd Whitaker is a
Professor of Educational
Leadership at Indiana State
University. A former teacher
and principal, Whitaker has
written over 35 articles and
eight books including: What
Great Principals Do
Differently; Dealing With
Difficult Parents; Dealing
With Difficult Teachers;
Motivating & Inspiring
Teachers; and Teaching
Matters.
In his book, What Great
Principals Do Differently,
Whitaker outlines 15
"hallmarks" of a great school
leader. "Principals need to
understand that everything in
a school is all about people,
not programs. I often hear,
‘This new program is the
solution;’ or 'whole language
is the savior' or ‘whole
language is the devil.’ Great
principals understand that it's
never been about programs
and it will never be about
programs. It will always be
about people.
The Register
“That doesn’t mean that
programs can’t help round
out the school,” Whitaker
clarifies. “That doesn’t mean
that programs can’t help
improve the skills of some of
our people. But sometimes
we get so caught up in the
programs that we forget
about the people. We forget
that it’s the people who make
a great school.”
Focusing on the people is
the basis of Whitaker's
mission statement. "Another
hallmark that is just essential
– and this is probably as
much of a core for me as
anything else related to both
principals and teachers – is
the idea of treating
everybody with respect and
dignity every single day, all
the time. We've all interacted
with people, maybe in a
supervisory role, who treated
us nicely, most of the time,
who treated us nicely 29
days out of 30. What's
amazing is we've never
forgotten that 30th day."
Some may argue that in
today's school system,
where respect between and
among students, teachers,
parents and school leaders
is often lacking, Whitaker's
statement seems somewhat
unrealistic. How do principals
and vice-principals maintain
respect all the time when
they don't always work in an
environment in which they
feel respected?
1
Whitaker uses students as
an example to illustrate his
insistence that it is doable.
“What we’re talking about
here is earning people’s
respect. Think about the first
day of school. Think about
the kids’ behavior on the first
day of school. It’s amazing
how during the first day, in all
the classes, whether the
teachers are good or poor,
the kids’ behavior is
generally very good. The
teachers haven’t yet earned
that respect – the students
hand it to them on a platter.”
"But what happens in some
teachers' classrooms," he
continues, "is that the
respect continues to grow
and develop every day, all
year, while in others, that
respect is shattered two
weeks into the school year.
In that case, the variable was
not the fact that kids
nowadays don't respect their
teachers. The variable was
how the teacher interacted
with the students, which
either caused that level of
respect to grow, or caused it
to disintegrate. The very
same thing is true at the
building level in terms of
principals."
Whitaker acknowledges that
almost all principals have to
deal with disrespectful
people. But they also have
the opportunity to work with
many who are very
respectful. "As leaders, we
have a decision to make
every day in terms of how
Spring 2004
we're going to treat people.
We also have to recognize
that we're the filters. If
someone treats me rudely, I
have a choice as to whether
or not I'm going to treat him
or her rudely. Great
principals filter that out. They
continue to treat people with
respect and dignity, they
model the behavior they
expect in others."
we go to both more effective
and less effective schools is
so that we know what the
difference-makers are.
“We aren’t looking for what it
is that great principals do,
but what it is that great
principals do that the other
principals don’t – the
difference-makers.”
"Principals need to realize
that this is in their control
because if it wasn't, I couldn't
find any principals who enjoy
that level of respect. And I
know lots who do."
The hallmarks of great
principals that Whitaker
references in his book stem
from a number of studies he
has conducted looking at
tools used by effective
principals that make them
more effective school
leaders. The studies
surveyed teachers as to the
effectiveness of their
principals and developed an
instrument to measure
teacher input. Principals
were then “ranked” based on
their effectiveness. The
studies also involved
personal visits to the
schools, comparing the
“effective” principals with the
“ineffective” ones.
"We look at schools that on
the outside are alike, but that
on the inside are very
different because of the
principals in them," Whitaker
explains. "We also consider
other factors. We've done
studies related to test
scores; we've done studies
related to school climate and
school culture. We survey
principals themselves, and
then we identify the sites we
want to visit. And the reason
The Register
How do principals
and vice-principals
maintain respect
when they don’t
always work in an
environment where
they feel respected?
One of Whitaker’s familiar
quotes is that, when a
principal sneezes, the whole
school catches a cold. “That
can be a good thing or a bad
thing,” he notes.
"Principals create an
environment in the school
that everyone else notices.
As a principal, I can create
an environment where
everything is good, noting
how fortunate we are, how
lucky we are. I can talk about
the three students who
misbehaved or I can talk
about the 150 students who
didn't.
“That’s a choice I have to
make every day as a
principal. I can talk about the
2
one parent who is very
irresponsible, or I can talk
about the 150 parents who
are very responsible. And
those are the kinds of things
where, as a principal, we set
the mood every day in our
school, whether we mean to
or not. It’s critical that we are
aware and sensitive to that.”
In addition to school leaders,
teachers, Whitaker points
out, are crucial to the
success of schools. And
although most principals
enter schools with a staff
already in place, having had
little or no involvement in the
hiring process, there is still a
large and important role for
the principal to play in terms
of staff relations.
Expectations, according to
Whitaker, are key.
“At the very minimum, I as
the principal, have to
consistently define my
expectations. For new
teachers, that induction
takes place during the
interview process. For
existing staff, those
expectations need to be
clearly defined and laid out
at the first staff meeting of
the year.”
In general, Whitaker believes
that teachers do the best
they can with the skills they
have. So one of the major
roles of a principal, and one
of the things that great
principals do differently
according to Whitaker, is to
mentor teachers on an
ongoing basis. “One of the
most important things that a
principal understands is that
their role is to teach the
teachers, not to teach the
students. If I don’t teach my
teachers a better way,
they’re going to continue to
Spring 2004
behave in the same old way.
But if I teach them a better
way, they will try the better
way because it makes their
life easier and it makes their
life better. But the real bonus
is, it also makes them a
better teacher.”
Throughout his travels,
Whitaker has heard from
many school leaders who
lament the personality
conflicts they encounter with
their staff. While
acknowledging the dilemma,
he dismisses the impression
that nothing can be done.
“There is no difference in
desire between the best
principal and the worst
principal in terms of dealing
with difficult teachers. The
best principal may not want
to deal with difficult teachers,
but he or she does it
anyway. There is a
difference in their actions,
and that is what’s critical.”
The most common question
Whitaker hears from
teachers and principals is
“How does one become a
great principal?”
Selfawareness,
knowing what
you are like and how you
come across, is critical. “If
there’s any one common
denominator that both
ineffective principals and
ineffective teachers lack, it’s
the ability to know how
they’re coming across. One
of the things we found in all
the studies we conducted is
that every principal thinks
they’re good.”
The good ones, according to
Whitaker, know their
strengths and their
weaknesses and know what
areas they want to grow in.
“We’ve all seen it in the
classroom. We’ve all been in
The Register
poor lectures and realized
that the person standing at
the front of the classroom
probably didn’t understand
how he or she was coming
across.”
“As a principal, if you
treat your teachers
like the best teacher
in your school treats
the students, you.’ll
be a great principal.”
Whitaker has some
suggestions for dealing with
this. Gaining self-awareness,
understanding how you
come across to others and
how you are received, will
help you to address your
weaknesses. And to whom
should you turn to help with
this introspection? A good
place to start, says Whitaker,
is with your best teachers.
Rely on them for feedback,
he suggests, as they have a
more global view of the
school. Ask them what
they’re hearing, if your
message is getting out and
how it is being received by
the rest of the staff. Whitaker
acknowledges that this takes
some confidence, but
believes the result –
becoming a better leader – is
worth it.
Another suggestion for
success as a principal is
understanding that you don’t
have to change all that much
3
from the way you operated
as a teacher. “If I’m going to
hire a principal, I look for a
great teacher, because the
likelihood of them becoming
a great principal is much
higher since the skill set is so
overlapping.
“The thing that I have found
as one of the biggest
challenges for great teachers
making the transition to the
principalship is to realize that
they don’t have to be
different. What’s interesting
is that, as a principal, if you
treat your teachers like the
best teacher in your school
treats the students, you’ll be
an amazingly good principal.
Oftentimes, we think we
need to treat adults
differently than we treat
students. In reality we need
to treat adults just like the
best teachers treat the
students.”
Another characteristic of a
great principal is the ability to
effectively deal with parents,
particularly what some might
term “difficult parents.” Here
again, Whitaker has some
suggestions to help diffuse
potentially difficult situations
or to help avoid an
escalation.
“There are three things that
should never take place in a
school: we should never
argue, we should never yell
and we should never use
sarcasm.” Some people,
Whitaker admits, use these
tactics regularly, goading
principals into arguments.
“As a principal, you have
complete control over how
many arguments you get
into. If I get into an argument
with a belligerent parent,
they may not be
uncomfortable, but I am. And
Spring 2004
when I’m uncomfortable, I
change my behavior. It’s
very important to make sure
we do not do inappropriate
things that escalate the
situation.”
There are things principals
can do, according to
Whitaker, to de-escalate
certain situations. One of the
most powerful is to say you
are sorry. “The best diffuser
I’ve ever seen is to say ‘I’m
sorry that happened.’ Even if
I wasn’t responsible for the
situation, if it affected
learning in my school for a
The Register
student, then I’m sorry it
happened. And I say that.”
Whitaker’s comments always
weave back through his main
hallmark of respect:
“Treating somebody with
respect and dignity is
incredibly simple. The
challenge is doing it
everyday. I won’t say it’s
easy, but it is a simple
concept.”
And it’s a concept that many
principals and vice-principals
from Ontario and other
jurisdictions have listened to
and read about. Whitaker
remains a favorite author
4
among educators and a
sought-after guest speaker.
His attitude is infectious and
it is clear that he truly
believes what he says.
Respect – a little thing but,
according to education guru
Todd Whitaker – one of the
most important ways to
become a great principal.!
_______________________
Todd Whitaker’s books
can be ordered at
www.eyeoneducation.com
Email Peggy Sweeney at
psweeney@principals.on.ca
Spring 2004
Friday Focus: A Staff Memo That Works
Inform and Organize
Motivate
Staff Development
Public Relations
Philosophy, Vision, and Belief System
Friday Focus Tips
 Create an attractive format that is used weekly
 Use colored paper
 Make sure it is in staff mailboxes at the same time each week
 Post the current Friday Focus in the teacher’s lounge each week
 Collect Quotes, Inspirational Thoughts, and Cartoons
 Use graphics and clip art
 Make notes of events you see when you are “out and about”
 Keep a running list of items in your planner that you want to include
each week
 Send it to your PTA President

“Friday Focus Featured Folks”

“Quote of the Week”
 Make sure you are upbeat and comfortable when you begin to write
 Put your heart into it and HAVE FUN!!!
Lewis and Clark Middle School
Friday Focus
September 10
1. Thanks so much for all of your efforts on Open House Night! We had a great turnout,
the hot dogs were excellent, and best of all we had a chance to really show off.
Estimates are around 1,500 people. All I heard was how much everyone’s kids like the
school because of the teachers. It’s funny, because of our beautiful facility you would
think that is what we would hear about, but instead its “my son sure loves his teachers or
my daughter can’t wait to get to school and go to her classes.” Thanks to each of you
for making last night a success and for making each day a success for our students.
Great job!
2. Congratulations to Bethy Ayers, Donna Horn, and Kathi Rust our three faculty council
representatives!
3. Speaking of congratulations, I was looking through the latest issue of The Transescent,
the publication for the Missouri Middle School Association and there was an excellent
article about “Stormin’ into Normin’ Finding Ways to Survive Change.” Well, lo and
behold if it was not written by two of our own, Georgia Humphreys and Eva Studley.
Great job, ladies!
4. I also really meant what I said in the note on Tuesday about how important it is for all of
us to focus on our successes and we have so many here! Over and over everyone I talk
to – students, parents, and community members all say how great things are here at
Lewis and Clark and the adults consistently share that their children come home excited
and challenged by school. Yesterday morning I had a meeting with some community
business members and they went on and on about all of the great things they have
heard about us and what a shot in the arm it is for our community and students. We are
doing what we hoped to and let’s make sure we enjoy it. Way to go gang!
5. I appreciate the efforts many of you made assisting with reporters from the News
Tribune this week and helping show off Lewis and Clark to our visitors from Digital
Computer Company. They were all exceptionally impressed.
6. Speaking of visitors, we have two people from Blair Oaks School District coming over
today to look at the compute set up that we have. I am sure they will be visiting the
computer labs, classrooms, etc. They may be on their own, or with an escort. Just
another opportunity to show what we’re made of! They may have questions, etc. so feel
free to share your expertise.
7. Feel free to leave at 3:05 today. Have a great fall weekend! P.S. every Friday is staff T-shirt
day – be there, be square (or be like me and be both!)
Thought for the week, “You’re teachers are really nice, you’re lucky” Overheard a
mom talking to her daughter at open house night.